Mere Green Primary School

Overall, Mere Green Primary School is a strong and inclusive school where pupils achieve well and personal development is a clear priority. This was its first routine inspection since the COVID-19 pandemic and it is part of The Arthur Terry Learning Partnership; under the current framework it received no overall effectiveness grade, with quality of education judged good and behaviour and attitudes, personal development, leadership and management, and early years provision all judged outstanding. Pupils benefit from a carefully constructed curriculum, strong reading provision and extensive enrichment, including clubs, trips and community activities. Staff identify and support pupils with SEND particularly well, including through skilled use of technology and sensitive adaptations, and safeguarding arrangements are effective. Children get off to a strong start in early years, and pupils' behaviour and attitudes are excellent. The main area for improvement is assessment. On occasion, teaching does not use assessment effectively to build on pupils' prior learning, which slows learning for some pupils. Leaders should equip staff with the expertise to use assessment consistently to support and extend pupils' learning.

Strengths

• Pupils behave exceptionally well and show high levels of curiosity and engagement.
• Personal development is a major strength, with pupils proud of their contributions to school and community.
• Trust and school leaders work closely and keep pupils' needs at the centre of decisions.
• The curriculum is carefully constructed and enriched by a bespoke approach and digital tools.
• Reading is prioritised, and pupils who struggle are identified and supported swiftly.
• Pupils with SEND are identified and supported well across lessons, clubs and trips.
• Early years provision gives children a strong start and nurtures curiosity and independence.
• The school offers an extensive range of clubs, residential visits and extra-curricular opportunities.
• Pastoral support is well considered and helps pupils be ready to learn.
• Safeguarding arrangements are effective.

Areas for Improvement

• Assessment is not always used effectively to build on pupils' prior learning.
• Some teaching approaches do not maximise opportunities to extend pupils' understanding.
• Some pupils do not achieve as well as they could because learning is sometimes slowed.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Mere Green Primary School attended 94.8% of sessions (the national figure for primary schools was 94.8%). 13.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.7% of pupils at Mere Green Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Mere Green Primary School had 21.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 17.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 13.0% of pupils at Mere Green Primary School were on SEN support (nationally 15.4%) and 1.2% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Mere Green Primary School received £7,577 and spent £8,025 for each of its 435 pupils. It ended the year with a deficit of £322,000 (-£741 per pupil).

Across all 23 schools of The Arthur Terry Learning Partnership, income was £7,703 and spending £8,151 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Sutton Coldfield · Birmingham local authority: places and applications

Mere Green Primary School is part of The Arthur Terry Learning Partnership, which runs 23 schools. The nearest others:

• The Arthur Terry School Sutton Coldfield
• Hill West Primary School Sutton Coldfield
• The Royal Sutton School Sutton Coldfield
• Greysbrooke Primary School Lichfield
• Osborne Primary School Birmingham
• Paget Primary School Birmingham
• Stockland Green School Birmingham
• Brookvale Primary School Birmingham
• Slade Primary School Birmingham
• Deykin Avenue Junior and Infant School Birmingham

What is Mere Green Primary School's Ofsted rating?

The latest Ofsted rating for Mere Green Primary School is Good, from an inspection in June 2025.

When was Mere Green Primary School last inspected by Ofsted?

Mere Green Primary School was last inspected in June 2025.

How many pupils does Mere Green Primary School have?

Mere Green Primary School has 422 pupils on roll.

What age range does Mere Green Primary School cover?

Mere Green Primary School for pupils aged 3 to 11.

What are Mere Green Primary School's SATs (KS2) results?

In 2025, 64% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Mere Green Primary School?

Mere Green Primary School is at Mere Green Road, Sutton Coldfield, West Midlands, B75 5BL.